RE_5539

“Critique is understood as an interrogation of the terms by which life is constrained in order to open up the possibility of different modes of living; in other words, not to celebrate difference as such but to establish more inclusive conditions for sheltering and maintaining life that resist models of assimilation.” Judith Butler

When I first received the syllabus for this course and read the three quotes, I liked this quote least but I’ve come to realize that it, of all the quotes, most closely sums up my perspective regarding race, class and gender in literacy learning. Often critique is perceived as negative or threatening, a criticism intended to point out faults or omissions. Both teachers and students shutter at the idea of being critiqued or evaluated because it comes with the negative connotation of being found “wanting.” Critique is “interrogation” (another term which often conjures up negative feelings, I prefer the term “questioning”) of what exists, the status quo, for the purpose of improvement. This course has motivated me to participate in self-critique as well as a critique of established (formal) educational views and practices. Far from being a negative exercise, this critique has led me to a greater understanding of my own situated history, my own literacy leanings, my limitations and my commitment to being open to new possibilities for learning in my life and in my classroom.
From the varied and challenging texts of THE SKIN THAT WE SPEAK to the inspirational voice in READING LIVES by Deborah Hicks, I found a critique that cautioned and yet encouraged me to seek those possibilities for open dialogue with my students, their parents, and committed others that might allow all of us to benefit from our collective languages/beliefs/histories/visions. As I read and mulled over my readings, I realized that I couldn't deny my own gender, race or class and the impact that had on my own learning. I realized that in my limitations I could celebrate my strengths. I kept returning to the concept of inclusion, a means for all students to share ownership despite yet including differences.Far from assimilation, rubber stamping,that often results from a strict adherence to one preferred educational practice (as evidenced in traditional formal practices and even in the current obsession with EOG performance standards)each individual could contribute from their differences and their strengths. Not only would inclusive practices in my classroom protect (shelter) rather than harm (threaten) my students, such practices would serve to establish a healthy, more vibrant and relevant, learning environment which would not only maintain but could ENHANCE the lives of all those who might learn and work there.
Betsy Baldwin